Creating a STEM School District

Editor's Notes

• #2: Who is in the audience?Are there some big questions that you have? Reoccurring questions? Took overview of Everett
• #4: To get into the context of the model I am presenting you, you really need to think about the big problem. Imagine if you were tasked with this problem. What is it going to take?
• #7: No matter what model you choose, you are initially faced with this problem. We were also. We had a grant from Boeing through Washington Association of Better schools to pull a team together to research this question. We researched districts, schools, and states that have taken a STEM approach . We were all building understanding, put we all had different perspectives depending on where we came from. Mistake: We have to have a unified, solid definition of STEM before we can move forward. In other words, we have to come to agree of what STEM is.
• #8: Career and Technical Education may define it as career skills/training. Elementary school person may say that it is hands on/project base. A science person might say that it NGSS.Somebody is going to say that it should be STEAM. STEAMR. Usually if you are with a like group, you can come up with a common definition. This is unlikely in a school system.
• #9: I don’t try to make the case through STEM pedogological theoryI don’t talk about outocomes. If you are going to do it systemically, you have to focus on the outcoems first, and then ask how are you going to get there.
• #10: Nobody can argue with these. Thought experiment. Backwards by design This creates a sense of URGENCY.
• #12: We can embed STEM in our curriculum w/o adding to the work, but rather by changing the work. This move will help us coordinate Common Core, 21st Century skills, and science standards implementation. The work will help de-silo the curriculum
• #13: Since we were dedicated to making a STEM program for ALL students, we needed to be clear about what this would look like.
• #14: Conditions necessary for these to happen.
• #16: If you want those outcomes and thoselemets in place,
• #17: If we are going to have a district wide STEM program K-12 there had to be a comprehensive approach. It can’t be just an extension of CTE classes, a commitment to early science education, or the inclusion of industry. Next couple of slides will describe this
• #18: Carl (slides 18-26 avoid extensive elaboration)The program is highly aligned with the letter and spirit of Everett’s strategic plan
• #19: Current state science standards include Inquiry and application (engineering designIs included in this), our current elementary, middle school, and high school science Instructional materials include opportunitiesfor integrated STEM lessons.
• #20: Notes from 10/15 Meeting: (integrate this story) Science came to the table inquiry and application. CTE had leadership and industry connections. We merged because the state changes the rulesAs a result we get a better science, CTE, and Math class.
• #23: CarlSSCC– coordinated to offered classes in Everett for Everett STEM teachers, planning to work with SSCC to tailor required courses to meet needs of experienced math and science teachers becoming CTE STEM certified. Example of benefits: anatomy physiology class at CHS—Intentional career connections are added. Every student in the class has an interest in a medical field but most do not have clear idea of the pathway. Biology content will introduced through the perspective of medical professionals. The class is enhanced by the inclusion of the professionals in related careers: 2 year and 4 year college will visit early in the year, as well as medical professionals all during the year. In October an ultrasound technician will talk during the histology unit.
• #25: Here are the schools in the Everett SD participating in the fall session of the Boeing After School Program: 4-5 MathJefferson ElementaryForest View ElementaryWoodside ElementaryMill Creek Elementary 6-8 ScienceEvergreen MSEisenhower MS 4-5 ScienceCedar Wood ElementaryWoodside ElementaryMill Creek ElementaryWhittier ElementaryPenny Creek ElementaryGarfield Elementary
• #26: Many of the pathways include support for postsecondary transition Authentic Student internship opportunitiesCollege in the HSIndustry CertificationTech PrepAP
• #27: Bob focus on cohort model and foundation for moving from inquiry to STEM
• #28: That is what we did last year and will continue to do. I am beginning work on two new ideas.
• #29: A true PLC focused on advocacy and grassroots infusion of the STEM vision. Build an army Teacher Leaders
• #30: There is a huge push to integrate, but not a whole lot of knowledge on how to do this. For example, 21st Century skills are very important, but I have never gone to a workshop that addressed how how you teach creativity in science or math. Industry standards need to be intentionally addressed in CTE-Science courses. How do you do this?
• #31: In other words argue that we need rigours classrooms, and STEM is an excellent for forum for this.
• #33: "you know what happens when you assume something? the ones that have it, will have it. Those who don't, never will" - Ohkee those that have the background and ability will get it. 
• #34: There is TPEP, Common Core ELA, Common Core Math. It is difficult to compete. Science is definitely important. Especially if we think about the outcomes.
• #35: “-because of the emphasis of math common core and math science is being eroded. do not let the literacy standards mandate how science is taught. but, there are things in the literacy standards to help them learn science. science teachers do need to understand what it about since texts that make it hard to read.”